Claim: Implementation of RTI in the Classroom yields benefits of individual academic growth and progress.
Support: The success of the students who are participating in the RTI small group instruction.
At my school, I am required to implement RTI in multiple learning environments. I have RTI groups that are based on specific skills. In these groups, we target reading and math skills that students are expected to master in order to meet grade level learning targets. We split the time between reading and math intervention during a scheduled block of time each day (reading 3 days/week; math 2 days/week). In this setting, the expectations for non RTI students are the same for all students. However, the approach may vary depending on the skill level per each group. Therefore differentiation is more universal and is implemented per group.
The method that I prefer when implementing RTI is with the work stations in my resource room. This type of RTI learning environment yields the most success for individual differentiation which is a key element in creating learning success. As stated by Applebaum (2009) “Differentiated instruction and Response to Intervention go hand in hand,” which supports the use of work stations for the academic needs of each individual student (2009, p. 84). The learning environment in my classroom does not reflect the methods of a traditional classroom. Therefore, it is easier to implement differentiated instruction that is connected with the RTI students that we serve in the resource room. Students are able to focus on individual skills without distraction with more support from qualified staff.
Without the help of my colleagues, I would not have been able to implement the sensory unit in my classroom this past year (see Product). Everyone quickly got on board and we worked together in collaboration, which resulted in a successful program that we plan to continue next year as long as it is needed.
Product
Support: The success of the students who are participating in the RTI small group instruction.
At my school, I am required to implement RTI in multiple learning environments. I have RTI groups that are based on specific skills. In these groups, we target reading and math skills that students are expected to master in order to meet grade level learning targets. We split the time between reading and math intervention during a scheduled block of time each day (reading 3 days/week; math 2 days/week). In this setting, the expectations for non RTI students are the same for all students. However, the approach may vary depending on the skill level per each group. Therefore differentiation is more universal and is implemented per group.
The method that I prefer when implementing RTI is with the work stations in my resource room. This type of RTI learning environment yields the most success for individual differentiation which is a key element in creating learning success. As stated by Applebaum (2009) “Differentiated instruction and Response to Intervention go hand in hand,” which supports the use of work stations for the academic needs of each individual student (2009, p. 84). The learning environment in my classroom does not reflect the methods of a traditional classroom. Therefore, it is easier to implement differentiated instruction that is connected with the RTI students that we serve in the resource room. Students are able to focus on individual skills without distraction with more support from qualified staff.
Without the help of my colleagues, I would not have been able to implement the sensory unit in my classroom this past year (see Product). Everyone quickly got on board and we worked together in collaboration, which resulted in a successful program that we plan to continue next year as long as it is needed.
Product
References
Appelbaum, M. (2009). The one-stop guide to implementing RTI: Academic and behavioral interventions, K–12. Thousand Oaks, CA: Corwin Press
Appelbaum, M. (2009). The one-stop guide to implementing RTI: Academic and behavioral interventions, K–12. Thousand Oaks, CA: Corwin Press